Learning as territoriality: the political ecology of education in the Brazilian landless workers’ movement

Abstract

In this contribution, I explore the importance of agroecological education in the Brazilian Landless Workers’ Movement (MST). I analyze how certain MST educational programs are based in a critical place-based pedagogy. This type of pedagogy can serve as a form of territoriality, influencing individuals’ interactions with the land. Drawing upon a political ecology of education perspective, I conclude that MST educators can serve as Gramscian ‘organic intellectuals’, by using a critical pedagogy of place as a form of territoriality to: (1) create a conception of place that is not discrete, but instead relational, and (2) advocate counter-hegemonic land usage.

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